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| Applied Behavior Analysis and Special Education: Blending Approaches to Meet the Needs of Preschool Children With Autism Spectrum Disorder |
| Monday, March 1, 2021 |
| 9:10 AM–10:00 AM |
| Online |
| Area: AUT; Domain: Service Delivery |
| Chair: Ian Melton (Endicott College; Journeys Behavior Learning Center) |
| CE Instructor: Ilene Schwartz, Ph.D. |
| Presenting Author: ILENE SCHWARTZ (University of Washington) |
| Abstract: Applied behavior analysis is hands down the most effective treatment for young children with ASD. Many children with ASD receive ABA services at private clinics or from private providers who work with them at home. Many children with ASD, especially those from low income homes, only access the services to which they are entitled through IDEA (the federal special education law). There are often conflicts between behavior analysts who work for behavioral health agencies and teachers and behavior analysts who work for public schools about what services should be provided to young children with ASD and how these services should be provided. The purpose of this presentation is to describe how private BCBAs and public school personnel can work together to meet the needs of young children with ASD. I will describe a school based early intensive behavioral intervention that has sustained in Washington state for over 20 years and provide strategies that can be used to ensure that all children with ASD receive the quality of services to which they are entitled. |
| Instruction Level: Intermediate |
| Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss the differences and similarities of special education and applied behavior analysis service delivery systems; (2) discuss the types of skills and behaviors and instructional strategies that can be used to support student learning across environments; (3) discuss the social contexts of the different environments in which students spend time. |
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| ILENE SCHWARTZ (University of Washington) |
 Ilene Schwartz, PhD, BCBA-D (Principal Investigator, Washington Site – 10% FTE). Dr. Ilene Schwartz is a professor in the Area of Special Education at the University of Washington and the Director of the Haring Center for Inclusive Education at UW. She earned her Ph.D. in child and developmental psychology from the University of Kansas and is a board certified behavior analyst (BCBA-D). Dr. Schwartz has an active research and professional training agenda with primary interests in the area of autism, inclusive education, and the sustainability of educational interventions. She has had consistent funding from the U.S. Department of Education since 1990 and serves on a number of editorial review boards including the Topics in Early Childhood Special Education and the Journal of Early Intervention. Dr. Schwartz is the director of Project DATA, a model preschool program for children with autism that has been in operation since 1997 and was started as a model demonstration project with OSEP funding. She is currently working on projects to improve the quality of instruction students with disabilities receive in charter schools and strategies that can be used to improve access to services for young children with ASD in under resources areas. |
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